Abstract
Emotional intelligence (EI) assessment has become an effective technique in exploring individual competencies. In the medical educational, there is a growing evidence for relation between academic achievement and emotional intelligence.
To examine relation between academic achievement and emotional intelligence among medical students.
A cross-sectional study of 189 female university students using paper-based Bar-On Emotional Quotient Inventory: Youth Version was conducted. BarOn EQ-i:YV consists of 7 sub-scores which estimate various domains of emotional intelligence along with general mood. The academic achievement was assessed via self-reported Grade Point Average (GPA).
The average Intrapersonal score of participating students was 14.9±3.4 and Interpersonal was 41.7±4.9. The students scored 32.0±5.0 in stress management scale and 31.9±4 in adaptability. The lowest score achieved in the Emotional Inelegance scale was 32.5 whereas the top score was 71.3. The average general mood was 47.1±6.4 and the positive impression ranged between 6 and 23 (17.3±2.8). Positive week correlations were defined between the GPA and self-efficacy (r=0.13) and Adaptability (r=0.08) though these correlations were statistically insignificant (P>0.05). Linear regression model showed that domains of Bar-On scale could explain up to 33% of changes in GPA (R2=0.33) with significant effect of self-efficacy, adaptability and general mood scores (P<0.05).
Medical students showed high level of emotional intelligence which positively affect their academic achievement. Therefore, improving the emotional intelligence domains can help students improving their academic achievement.